You don’t need a new rule every two minutes to coach ecologically. Ecological misconception #9: more variability means more learning. Different balls, changing targets and unusual starting positions can all have a purpose. But making an activity different doesn’t automatically make it more useful. I want to know what the player is learning to respond to. If their opponent moves towards the net, can they recognise space behind them? If the ball leaves them short of time, can they find a workable response? That is variation connected to a tennis problem. Sometimes a simple game already offers plenty to explore. Changing it too quickly may interrupt something worth staying with. Before adjusting a task, I ask: Are players finding new opportunities? Are they adapting their actions? Do they need a different challenge or more time? An ecological approach asks us to observe our own designs critically. A chaotic session deserves the same scrutiny as a predictable drill. What matters...